Exploring Effective Teacher-Student Interpersonal Interaction Strategies in English as a Foreign Language Listening and Speaking Class

Ding, Jie

doi:10.3389/fpsyg.2021.765496

Cited by 8 publications

(4 citation statements)

References 33 publications

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“…The results show that irregular academic seminars in teaching departments have a negative association with the interaction between tutors and postgraduates in medical universities, which is a risk factor for high-level Professional Ability Interaction and Comprehensive Cultivation Interaction between tutors and postgraduates. That is, there are regular academic seminars in the teaching department to promote deep interaction, academic discussion, and course discussion between tutors and postgraduates [ 27 ]. Moreover, academic seminars can increase the depth and breadth of academic communication between tutors and postgraduates and enhance the emotion between tutors and postgraduates.…”

Section: Discussionmentioning

confidence: 99%

Style and influencing factors of tutors-postgraduates’ interactions in Chinese medical colleges: a cross-sectional survey in Heilongjiang Province

Wang

Fang

et al. 2023

BMC Med Educ

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Objectives This study assesses the style of tutor-postgraduate interactions in Chinese medical colleges and explores the association between postgraduates’ demographic factors and tutors’ demographic characteristics. Methods With the stratified sampling method, a cross-sectional online survey was used. A total of 813 medical postgraduates were recruited as participants, with an effective response rate of 85.49%. The two dimensions of “Professional Ability Interaction” and “Comprehensive Cultivation Interaction” in the self-developed “Instructor-Graduate Interaction Scale for Medical Colleges” were used as dependent variables. And tutors’ demographic characteristics and postgraduates’ demographic characteristics were taken as independent variables. Logistic regression analysis was used to explore the influencing factors of Tutor-Postgraduates Interactions in medical colleges. Results The Tutor-Postgraduates Interaction scale consists of 14 items from the two dimensions of “Professional Ability Interaction” and “Comprehensive Cultivation Interaction”. The results of the logistic regression analysis show the reasons for selecting the mentor students (industry recognition, the tutor’s research direction, charm in attracting mentors, and recommendations for mentor selection); student to mentor satisfaction; student to study life satisfaction; and regular academic seminars. Indirect guidance and a high postgraduate grade high are the protective factors of interaction between tutors and postgraduates of medical colleges and universities postgraduates. Older mentors and more graduate tutors are the risk factors for Tutor-Postgraduates Interaction in medical colleges (P < 0.05). Conclusion The current study proposes that managers should pay more attention to the double-track promotion of “Professional Ability Interaction” and “Comprehensive Cultivation Interaction”. We should not only pay attention to the cultivation of postgraduates’ professional ability but also pay more attention to the comprehensive cultivation including postgraduates’ mental and psychological aspects. The interaction between tutors and postgraduates in medical colleges is generally good, but much attention should be given to the dual-track promotion mentioned above. Regular academic seminars play an important role in the process of postgraduate training. The research findings, including the influencing factors regarding tutor-postgraduate interactions, the Professional Ability Interaction and Comprehensive Cultivation Interaction, are very informative and can contribute to strategies for postgraduate management systems that enhance this relationship.

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Section: Discussionmentioning

confidence: 99%

Style and influencing factors of tutors-postgraduates’ interactions in Chinese medical colleges: a cross-sectional survey in Heilongjiang Province

Wang

Fang

et al. 2023

BMC Med Educ

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“…Students must be aware of the real-world situation they faced and be ready to learn, able to set learning goals on their own, get engaged in the learning process, evaluate the learning they gained through and intentionally or unintentionally fine-tune their verbal and nonverbal behaviours to accommodate each other [ 74 ]. Moreover, students in an emergency or under forced learning as witnessed during COVID-19 Confinement, need to establish an emotional link with other people in a social environment and with peers and professors at the university, which can influence their relationships, experiences, and task/work involvement [ 75 ].…”

Section: Methodsmentioning

confidence: 99%

Examining pre-service teachers regulation in distance and traditional preschool design and technology education

Kurent¹,

Avsec²

2023

Heliyon

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“…In addition, engaging in virtual learning activities strengthened learners' communication skills which led to improved abilities to express their feelings and opinions. According to Ding (2021), learners need to have adequate interactional competency between learners and instructors to improve their English language proficiency. They also verbalised their thoughts, which enhanced their resiliency.…”

Section: Communication Skillsmentioning

confidence: 99%

Teaching Through Turmoil: A Collaborative Autoethnographic Exploration of Emergency Remote Teaching in Malaysian Higher Education

Latisha Asmaak,

Rozilawati,

Aidura

2023

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The COVID-19 pandemic forced traditional higher education institutions to switch to Emergency Remote Teaching through internet platforms and traditional modes which created significant disruptions. Language educators also were required to conduct online assessments. Using a collaborative autoethnography, we analysed our experiences on Emergency Remote Teaching as three language educators at three Malaysian higher education institutions during the COVID-19 epidemic. We were experts in traditional face-to-face classrooms but novices in online learning environments. The framework for our research was resilience theory. Resilience describes our ability to alter and adapt in the face of adversity. We employed theme analysis to evaluate our self-reflective field notes, which were supplemented with social media posts, from April 2020 to April 2021. Our findings indicate that four themes arose from our research. The findings suggest that four themes emerged from our study; i. strategies used during Emergency Remote Teaching, ii. multiple roles, iii. resiliency, and iv. challenges. The findings give insights into educators' tactics for adapting to the Emergency Remote Teaching environment, their many responsibilities, their resiliency, and the problems they experienced. We feel that our experiences with Emergency Remote Teaching have helped us become better competent language instructors who advocate the synergy of online and offline language study. Our research adds to a better understanding of the experiences that language educators had during Emergency Remote Teaching and the use of these experiences in higher education professional development. These findings are important for policymakers, administrators, and educators as they develop strategies and policies to assist educators in times of crisis.

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Exploring Effective Teacher-Student Interpersonal Interaction Strategies in English as a Foreign Language Listening and Speaking Class

Cited by 8 publications

References 33 publications

Style and influencing factors of tutors-postgraduates’ interactions in Chinese medical colleges: a cross-sectional survey in Heilongjiang Province

Style and influencing factors of tutors-postgraduates’ interactions in Chinese medical colleges: a cross-sectional survey in Heilongjiang Province

Examining pre-service teachers regulation in distance and traditional preschool design and technology education

Teaching Through Turmoil: A Collaborative Autoethnographic Exploration of Emergency Remote Teaching in Malaysian Higher Education

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